Pearson Edexcel Level 3 Advanced GCE in English Language

? rising intonation

(.) micro pause (less than a second)

(3) longer pause (number of seconds indicated)

[ _ ] paralinguistic features

/_ / key phonemic transcription

// overlapping/simultaneous speech

bold emphatic stress

These are common marks that will be used on any data that has the transcription of speech in the examinations.

Analyse and evaluate how contextual factors and language features are associated with the construction of meaning

Apply appropriate methods of language analysis, using associated terminology and coherent written expression

Demonstrate critical understanding of concepts and issues relevant to language use

Demonstrate expertise and creativity in the use of English to communicate in different ways

Explore connections across texts, informed by linguistic concepts and methods

apply concepts relating to language variation to data drawn from written, spoken and multimodal discourse and from different time periods

apply critical skills to description, analysis and evaluation of a range of data and discourses, including data from different time periods

critically evaluate attitudes towards language and its users when discussing data, including texts from different time periods

show their understanding of historical, geographical, social and individual varieties of English

Students will explore and critically evaluate how language choices can create personal identities.

synthesise and reflect on language knowledge drawn from different areas of their studies of English language.

They will also explore and critically evaluate how language varies over time.

This component introduces students to the ways in which language varies, depending on the contexts of production and reception.

use and apply linguistic terminology accurately

audience: the relationship between writers/speakers and readers/listeners.

discourse: extended texts (written or spoken) in their context

field: the subject matter

function: the purpose

graphology: the writing system and the presentation of language

In addition to the key language frameworks, the following language levels also contribute to meaning in spoken and written English:

lexis: the vocabulary of a language and semantics: its meanings

mode: the method of communication (spoken, written, multimodal)

morphology: the structure of words

phonetics, phonology and prosody: speech sounds, sound effects and intonation

pragmatics: variation in meaning, depending on context

Students will study how the key language frameworks contribute to meaning in spoken and written English:

syntax: the relationships between words in sentences.

Throughout this component, students will focus on how language varies, depending on:

geographical factors

social factors, such as gender, age, ethnicity and other social identities.

Students will apply appropriate methods of language analysis to a range of written, spoken or multimodal data from 21st-century sources, using the key language frameworks and levels.

Students will demonstrate critical understanding of concepts and issues, exploring attitudes to language and using a descriptive approach to evaluate how an individual’s language choices are affected by:

Students will explore how language choices reflect and construct the identity or identities of the user and vary depending on the contexts of production and reception.

the mode, field, function and audience

inflections, evident in verb endings and plurals (morphology)

meaning (semantics)

pronunciation, evident in obsolete spelling and rhyme (phonology)

sentence structures (syntax)

Students will apply appropriate methods of language analysis and demonstrate critical understanding of concepts and issues when evaluating a range of data.

Students will explore variation in the English language from c1550 (the beginnings of Early Modern English) to the present day.

Students will explore:

Students will need to consider the effect of language variation over time across the language frameworks and levels, for example changes in:

the cultural, social, political and technological influences that have changed English over time.

the development of English as the national language

the form (style) and structure of whole texts (discourse).

the writing and spelling system (graphology and orthography)

vocabulary, evident in pronoun usage and the incorporation of words from other languages (lexis)

analyse and evaluate examples of children’s language using a descriptive approach

analyse and evaluate how language development is influenced by the function and context of the language used.

apply and evaluate relevant theories associated with the development of spoken and written language

In this component, students will explore and critically evaluate the development of both speech and writing in children between the ages of 0 and 8.

Students will focus on the spoken language acquisition of children and will explore how children learn to write.

early forms of writing such as drawing, scribbling, letter-like forms, random letters

how children understand the meanings of words (semantics)

how children understand the structure of words (morphology)

Students will also explore the following aspects of children’s written language development:

Students will analyse both written and spoken data, demonstrating critical understanding of releveant children’s language development theories.

Students will understand the ways in which speech develops and the relationship between spoken language acquisition and the literacy skills children are taught, including the beginnings of reading and learning to write.

the acquisition and development of the sound system (phonetics)

the beginnings of speech

the development and extension of vocabulary (lexis)

the development of letter forms, capital letters, linearity and directionality; the link between letters, sounds and early spelling (graphology)

the development of narrative and descriptive skills (discourse).

the effect of learnt reading strategies on spelling (morphology)

the transition from speech to writing: the use of drawing, gesture and writing to create meaning

the types of structures used by children at various stages of development and how children start to form larger structures (syntax)

the vocabulary choices (lexis) and sentence structures (syntax) in early writing

the way children talk to adults and the way adults talk to children; the development of interactive and pragmatic skills (conversation).

Throughout this component, students will explore the following aspects of children’s spoken language acquisition:

apply critical skills in description, analysis and evaluation of a range of data and discourses

critically evaluate attitudes towards language and its users, making connections with their investigation

Global English

In this component, students will have the opportunity to develop their research and investigation skills.

Language and Gender Identity

Language and Journalism

Language and Power

Regional Language Variation.

Students will apply these skills to an area of language study that particularly interests them, selected from pre-released subtopics, in preparation for an externally assessed examination.

Students’ investigation skills are developed in the context of one of the following five topic areas:

synthesise and reflect on language knowledge drawn from different areas of their studies of English language.

Teachers must ensure that students are taught research and investigation skills and introduced to the relevant language topic areas.

They will consolidate their knowledge of language frameworks and key language concepts gained from components 1, 2 and the non-examination assessment.

This component is skills based, with the content being driven by individual students’ interests.

undertake independent investigations of language, selecting appropriate methods and techniques

use and apply linguistic terminology accurately

This topic will explore aspects of varieties of global English, including those from outside the UK, such as Ireland, the Americas and the Caribbean, the Pacific and Australasia, Africa, South and Southeast Asia.

This topic will explore social attitudes and how the forms and conventions of written, spoken and multimodal language can construct or reflect gender and sexual identities.

Students will have opportunities to explore the influence of contextual factors, how language is crafted to meet the expectations of different audiences and purposes, and to consider notions of bias, subjectivity and objectivity.

This topic will explore the many varieties of print and online journalism.

Students will explore aspects such as instrumental and influential power, political discourse, discourses in unequal power relationships, persuasion, prestige and politeness.

This topic will explore the way language use in society can create and enforce power relationships.

an introduction to the subtopic, for example the subtopic for ‘Global English’ in our Sample Assessment Materials is ‘South African English’

On 1 December before the examination, a subtopic will be pre-released on our website (www.edexcel.com) for each of the five topic areas.

Students can decide which resources to use but they are expected to research and investigate the topic beyond the suggested resources.

suggested research resources.

The ‘suggested resources’ are guidance for students and are not definitive.

The five pre-released subtopics will provide a steer for students’ research and investigation and will include:

The five subtopics for investigation will be different each year.

Students will explore the historical aspects of regional variation, how and why language varies regionally, attitudes to regional variation, and variation within regional varieties.

This topic will explore English that varies regionally within the UK.

changing attitudes

different varieties

For this component, teaching should focus on developing students’ research and investigation skills.

Students cannot take any of their research or investigation data carried out as part of the pre-release into the examination.

Students should carry out a focused investigation and ensure that they have researched the following aspects of their chosen subtopic, as appropriate:

Students will use their research, the observations made in their investigation and the data they gather to inform their response in the examination.

the influence of social/historical/cultural factors.

the main features

the origins/development

analyse and evaluate how contextual factors and language features are associated with the construction of meaning in stimulus texts and in their own writing

Assignment 1: two pieces of original writing from the same genre, differentiated by function and/or audience (1500-2000 words)

Assignment 2: one commentary, reflecting on the two pieces they have produced and making connections with their research (1000 words).

critically evaluate language use in their own texts and style models.

demonstrate critical understanding of concepts and issues relevant to language use, including register and style

demonstrate expertise and creativity in the use of English to communicate in different ways, drawing on their knowledge of the forms and structures of spoken or written English for different audiences and purposes

explore connections between their research and their writing, informed by linguistic concepts

In the non-examination assessment, students will develop their research skills as they explore their selected writing genre and will demonstrate their skills as writers, crafting texts for different audiences and purposes.

select and apply methods of language analysis in order to comment and reflect on their own writing using appropriate terminology and coherent, accurate written expression

Students will produce the following assignments:

synthesise and reflect on language knowledge and understanding drawn from different areas of their study of English Language

They will also reflect on their work in an accompanying commentary, making connections with their research.

Assignment length should be appropriate to the selected genre and function.

distinctive features of a variety of genres

dramatic monologues

Examples of genres they might choose include:

feature articles

In preparation for this non-examination assessment, students will explore:

It is expected that students will undertake research in order to prepare for the writing assignments.

journalist interviews

scripted presentations

short stories

speeches

Students are encouraged to see their writing as work in progress.

Students will select one genre to research for their assignment.

texts that exemplify key features of their chosen genre (style models)

the effect of language choices and discourse strategies for different contexts.

the skills of effective and accurate drafting and redrafting.

They should be prepared to draft and redraft as part of the writing process and to reflect on and critically evaluate this process in their commentary.

They will also develop:

They will produce two pieces of writing in this genre, differentiated by function and/or audience.

travel writing.

While these preparatory stages are not assessed and are not required for submission, students will be expected to make connections between their research and their original writing in their commentary.

discuss the findings of their initial research into their chosen genre

evaluate language choices they made, through the drafting process, to achieve effects appropriate to the chosen function and target audience

In their commentary, students will reflect on the writing process.

make connections between the techniques used in the style models and those they have adopted in their own writing

Students are expected to use a range of terminology accurately and ensure that any texts and other sources used are accurately referenced.

They should: